The Influence of Teacher Characteristics on Preference for Models of Teaching

McCord, Paige McGinty

ProQuest LLC, Ed.D. Dissertation, University of Southern California

The present study sought to uncover relationships between the personal characteristics of teachers and their preferences for models of teaching. A purposeful sample included 12 elementary instructors of heterogeneous classes with a cluster of gifted students in urban school districts within Southern California, all of who were participants in a grant awarded to the University of Southern California under the Jacob K. Javits Gifted and Talented Students Education Act of the U.S. Department of Education (PR #S206A040072). Qualitative interviews provided data that underwent theme-based content analysis. Results of the study provided insight related to three areas: characteristics of teachers of the gifted, teacher preference and use of models of teaching, and relationships between teacher characteristics and pedagogical preference and use. In addition to the presence of twelve characteristics from the original literature on successful teachers of the gifted, two additional traits emerged in the assessment of the participants' traits. Considerable variance in the presence of each studied characteristic was noted as certain traits were consistently present in the participants, while others were exhibited at differing degrees of frequency and intensity. Patterns in teacher pedagogical preference and use were uncovered. Overall teacher enjoyment of models appeared to be related to the ideological features of the model, while use was connected to practical application issues and teacher level of comfort. In addition, teacher's preferred way of thinking and learning appeared to have a large influence on pedagogical preference and use. Seven important connections between specific teacher characteristics and models of teaching were discovered. Many of the relationships were logically supported through an understanding of the trait and the models' theoretical underpinnings, though a few were explained through a consideration of how teachers translate theory into practice. Implications were drawn for teacher recruitment, placement, and education. It is suggested that teacher educators cultivate teacher traits associated with effectiveness for gifted populations, provide educators with strategies to overcome institutional barriers, and finally to systematically teach and support the use of models of teaching in teacher education programs and professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]